Saturday, 31 July 2021, 8:48 PM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary

Learning analytics and FLO

FLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics.

1. Plan  |  2. Access ||  Support 

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to learning analytics-related resources are provided below. 

Design principles for creating engaging digital contentAuthentic assessmentProviding constructive feedback in FLO | Using analytics to support student learning

Learning analytics is the use of student-related data to enhance learning and teaching. Learning analytics can be used in multiple ways to inform teaching and learning practices in an online environment. Learning analytics provides a mechanism for teaching staff to improve student learning outcomes. The use of data collected and obtained through FLO which traces users of the topic site (students) can help identify patterns in the access and use of digital resources and learning activities and provide insight to staff about how students are learning. 

The data captured by FLO can be used to inform practice – telling you whether students are engaging with your topic within FLO, what is working/not working in online contexts, and any potential problems they may be having (eg failed login attempts; being confused about a particular concept).

How to

Lesson - main entry

When using a lesson tool to provide a linear or non-linear way through content and activities using an interactive approach, the five stage looped process described below will assist with making the most out of this tool.

1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support 

Lesson iconThe lesson tool enables a teacher to deliver content and/or practice activities in interesting and flexible ways. A teacher can use the lesson to create a linear or nonlinear lessons. Created using a combination of content pages and/or question page, the lesson tool offers a variety of paths or options for the learner. Depending on how the lesson is set up, teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short-answer. Depending on the student's choice of answer and how the teacher develops the lesson, students may progress to the next page, be taken back to a previous page, or redirected down a different path entirely.

The lesson tool may be used for a range of purposes, such as:

  • for self-directed learning of a new topic or module
  • for scenarios or simulations/decision-making exercises
  • to provide students with guided steps (instructions) for learning activity(ies)
  • for self-assessment/knowledge checks
  • to test understanding of content (eg a post-lecture tutorial)
  • for differentiated revision, with different sets of revision questions depending upon answers given to initial questions.

Example in FLO

To get started, it is worth reviewing an example interactive activity built in the lesson tool. The digital safety awareness training lesson activity was built for students in EDUC3618 to introduce them to common dangers of technologies. What features of this lesson do you like and would consider using? What ideas have you drawn from reviewing another lesson? How can you use this knowledge to plan your own lesson? 

The lesson tool is adaptable for presenting content and questions to students in an interactive way, similar to elearning authoring tools such as Adobe Captivate and Articulate Storyline, without the steep learning curve or SCORM FLO integration problems.

1. Plan

A lesson activity is used to direct students through content and sometimes questions in an interactive way. While the lesson tool layout looks like a slide-by-slide approach, the design is set to ensure easy navigation through the 'slides' of content and into relevant questions. It is a worthwhile exercise to first plan/map the 'slides' you will need and what content will be placed upon them. 

Try drawing the pages on a piece of paper to help you visualise the slides and how they will link to each other – will it be in a straight line (linear) or, based on the student response, direct them to another section or question (non-linear)? Make sure the pathways are logical and avoid the student going around in circles or getting lost. It must make sense to them if they are to learn from the experience, otherwise it is a frustrating and distracting exercise.

Planning tips 

 Whether you are starting from scratch or revising a current lesson (which could incorporate student feedback), these prompts may help: 

  • What principle/knowledge are you delivering – does the lesson item enable this? 
  • Line up lesson components against the learning objectives/outcomes (you could include this information in the introductory page) 
  • Connect the activities within the lesson with Bloom's level/s of taxonomy – again, what is being taught/learnt? 
  • Be creative – you could use a scenarios structure, embed videos or other resources, provide learning pathways (eg hints, tips, more information, think again) for students' choices 
  • Provide opportunities for students to check their understanding without summative assessment

2. Build

You have planned your lesson and are now ready to set up your first lesson activity. 

    1. The settings
    2. Build a lesson

    3. Test

    The purpose of testing your lesson is to determine if the steps you have provided behalf as expected and to ensure the content displays as expected.

    • Switch roles (Profile>Switch role to...>Student) to preview the lesson as your students will

    4. Administer

    The requirement to manage your lesson will depend if you have any questions included in the lesson and whether these are graded or not.

    5. Review

    It is recommended that your review your lesson activity prior to each use (availability) if the lesson has graded content.

      Training and support



    Not currently available. Request one-on-one training from your eLearning support teams.


    eLearning support teams

    There are no reported issues.

    Lesson - manage/assess

    1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

    lesson iconLesson tool reports can be accessed within the activity if questions have been included in the build phase. 

    Steps for assessing a lesson

    You can review two components of the lesson tool: attempt by user (including date and time) and grades (if enabled during initial set up). 

    example report

    Reports can be accessed in the lesson tool, next to the edit tab. 

    Grades can be set up in the tool settings to report into GradeBook. Grades can only be generated for lessons with at least one question. Grades are only calculated when a student has completed the lesson.

    Lesson - settings and building

    1. Plan  |  2. Build  |  3. Test  |  4. Administer  |  5. Review  ||  Support  

    Lesson iconThis entry relates to the Lesson activity.

    When building inside a lesson tool, consider the planning stage as a chance to step out the pages of content and questions you will be incorporating. The choice of settings and success during the building phase will be reflected by your planning efforts:


    Add a lesson activity to FLO: The settings 

    It is good practice to plan your content pages and any questions (if required) before starting to build a lesson. The purpose of your lesson will be determine the settings you choose when you create the lesson, especially around reporting the results of any questions used during the lesson (are they being graded and need to be in Gradebook, or are they for revision only). The better your planning/preparation, the less likely you are to run into a problems later on.

    Once you have planned your lesson on paper, use this structure to help you start the build process 

    1. Turn editing on using the green button – this button is available top left of screen on the topic homepage 
      Turn editing on

    2. Go to the module where you would like the Lesson activity to appear

    3. Click the Add an activity or resource link at the bottom of the module
      Add an activity or resource link

    4. Select Lesson from Activities tab
      lesson add

    5. Now edit the following settings:
      1. General: give the lesson a name and a description (if required) 

      2. Appearance: Open the Appearance section and select Show more... Decide which features you would like to display to the students. Common functions include a Display menu if navigation is to be open or the Progress bar if you would like the students to see their progress through the lesson. The Link to next activity is also a useful function, for at the end of a lesson, students can be linked to another activity or resource in FLO. 

      3. Availability: set the availability, due date (deadline) or set a time limit for completion. Password protection can also be enabled if desired.
        Timeline block: The 'Deadline' will show to students in the Timeline block.

      4. Flow control: settings associated with the progress through the lesson, such as retaking questions if answered incorrectly or how many attempts you wish to allow. 

      5. Grade: set the grading type, maximum grade and pass mark.

      6. Common module settings: section enables settings for groups and grouping  (optional)

      7. Restrict Access: place restrictions according to prior activity completion, date, grade, the user profile or complex restriction sets (optional)

      8. Activity completion: determine completion tracking for the activity based on view, grade, end reached, time spent or date completed (optional)

    Build a lesson activity
    1. Building a lesson is an important phase of the process in using this activity tool in FLO. How it functions and looks will enable your students to get the most out of the experience. Once you have added the tool (as described above), you will be ready to add content and questions (optional) and provide your students with 'next step' buttons. Any empty lesson tool is as below.
      empty lesson

    2. To build the lesson, you will need to add a content page or question page. Cluster pages can be used in more advanced lessons (for providing your user with choice with the lesson). All editing must be accessed through the Edit tab.

    3. content page requires a page title, page contents and at least one button to connect to the page/question required. The Page Contents is what will be displayed to your viewer/user. Use the text editor and media buttons to add content. Keep it simple and clear.

    4. question page requires a question type selection. This tool has six types of questions available: Essay, Matching, Multiple choice, Numerical, Short answer and True/false. Make your selection before following the prompts to edit the question page. Here you will need to provide a page title, page contents (the question), and at least one answer. It is encouraged to provide a response for each answer, ensure the 'jump' option is directing where the student is directed (for a correct and incorrect answer, and how many points (score) is connected to the question. 

    For more information on building in the Lesson module, review more detailed documentation from Moodle.

    Lightboard Studio

    Academic staff have access to a Lightboard for producing videos that can be used as an effective means of complementing flipped classrooms and hybrid learning models. The Lightboard is essentially a whiteboard-sized sheet of glass that we can write and draw on as we are being recorded. Using a Lightboard means that you can draw and annotate concepts as you explain them, whilst still being visible in the frame.

    What is it?

    The Lightboard is a video-recording tool that allows instructors to face their viewers while writing on a transparent surface concurrently. The image is digitally reversed so that, in the actual recording, students see the instructor facing them and writing that is oriented towards them. The first Lightboard was created at Northwestern University and since then has been adopted across various institutions.  

    An example of a video made using the Lightboard is given below:

    How do I book it?

    To use the Lightboard, please ask the Library staff to book the studio.

    Preparation before you arrive

    • Plan your message
      • Keep your message generic to ensure your video is reusable. Don’t include dates/times (of assessments for example) as these will make your video single use only.
      • Aim for your recordings to contain shorter snippets of information (<= 7 minutes if possible). If a concept takes longer to explain, find natural breaks and create multiple videos.
      • Construct your presentation with a beginning, middle and end to make sure your message flows. Explain the ‘why’ as well as the ‘what’ and, where possible, provide real examples to further support deeper learning.
      • Consider adding questions or prompting reflections within your video, giving the appearance of 1:1 dialogue, making the video more personal and possibly promoting deeper level thinking.
      • Keep your videos short so that your topic can fit easily on a single board. It is a good idea to practice on a whiteboard ahead of time.
      • Ensure any resources you did not create yourself are copyright compliant and can be rebroadcast (eg a YouTube clip cannot be recorded and then published in FLO). You can submit a 'Copyright for my teaching material’ or a 'Copyright for research' request in Service One if you have any questions about your material.
    • Dress for success
      • Consider what you wear to ensure it works well in the studio.
      • Solid colours of medium hues work best.
        • Don’t wear black or dark clothing as you will blend in with the background.
        • Light colours will make the writing hard to read.
      • Try not to have any written words/logos on your clothing as these will get reversed.
      • Avoid patterns, thin stripes and plain white (it’s too stark under the lights).
      • A centre-button shirt will make it easy to attach the mic.

    Tips for producing a professional recording

    • Engage your audience
      • The camera is the connection to your audience – good camera interaction is important.
      • Use body language and expression to connect and engage with your audience.
      • Show enthusiasm for your subject through facial expressions, voice and hand gestures and include humour where possible (making sure it is culturally inclusive).
      • Motivate your audience by explaining what they will get out of watching your video.
    • Don't be a distraction
      • Speak clearly at a consistent volume and moderate speed.
      • Don't constantly move around – stay in position in front of the camera so that your audience can focus on you and read your body language. Although moving back and forth across the stage can add to the entertainment value of your recording, try to avoid overusing this stage effect.
    • Create visual engagement
      • Use explanations of concepts that have worked well with your students in the past, preferably with strong and relevant visuals as support.
      • You can use annotation and animation within your presentation to add to your explanations and the visual engagement.
      • An alternative to always being in shot is to have some slides where you leave the stage (get out of shot completely) so your slide is the focus. When ready you can step back into shot and continue your presentation. This allows the audience to focus on different things, and not on you constantly.
    • Don't rush
      • If you muddle your words, start the sentence, or even the whole section, again. You can edit the mistakes out later. When restarting, compose yourself and leave a few seconds of silence and no movement before starting to speak, to facilitate the editing process later.

    Edit your recorded video

    Depending on the number of mistakes and out-takes (scene/sequence) in your raw video recording, you will need to allow time for the editing and upload process. You do not need to be a perfectionist; if the video demonstrates passion and provides a clear explanation, students will understand and accept the odd word stumble, ‘umms’ and ‘errs’. 

    MyMedia (Kaltura) has a simple built-in editor that allows easy trimming of the start and end of a video to remove the bits where you are getting into position, and when you finish your recording and have to walk to the wall mounted control panel in the studio to press the stop button. Your video will look much more professional if you edit out these parts.

    If you need more extensive editing within a video, you may need to do so at your desktop PC using desktop video editing software such as Camtasia. The TechSmith tutorials will guide you through this process or your local eLearning support team can provide training with Camtasia.

    If you are not confident with the video editing process or software, review the help guides and videos available before making changes to the original raw video. Make a copy of your video before you begin any changes. Make your edits to the copy of the original file, never overwrite the original.

    Always play back the entire final edited version of your recording before publishing to your FLO site to check for errors or glitches etc, and if possible, ask another person to review the final edited video before making it available to students on FLO.

    Add captions to your video
    The Kaltura video platform in FLO allows you to request machine-generated captions. Once you make a request, the captions are added to your video within approximately 30 minutes. 

    Upload your video to FLO
    Ensure your students can view/play your video via FLO from a variety of devices, platforms and browsers by uploading to My Media (Kaltura), then embedding your video within a FLO activity in your FLO site. Avoid using YouTube or other video streaming services to house your video, as they are out of the University's control and may not play on all platforms and personal devices or may require special browser plug-ins or add-ons.

    Take care where you put the videos within your FLO site. Make sure they are in a logical place. If online discussion or reflection is encouraged after viewing, ensure students can easily access the location in FLO where this activity will occur.

    Whenever possible, upload a PDF 'handout/notes' version of the presentation (PowerPoint etc) to the FLO site which students can download/print and/or use to add handwritten notes while viewing the video.